CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
The place for MOOCs in the changing Educational Landscape
March 2014
Hugh Davis @HughDavisProfessor of Learning TechnologiesDirector of EducationDirector of CITEDirector of PDU
BIBSYS-konferansen
Founded 1862, Charter 1952
25,000 StudentsRussell Group
Top 20 UKWUN
Excellence in:(Opto) ElectronicsComputer Science
OceanographyEngineering (esp. Nautical and Aero)
Acoustics
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A quick tour of MOOCs
HE Context
Why are Universities making MOOCs?
What can we gain from MOOCs?
Addressing the critisisms
Challenges for HE
This Talk
A Quick Tour of MOOCs
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Massive - some have 10,000s registered.
Open = free
anyone can register
Online although many have a parallel blended incarnation
Course - that runs at a given time with a given cohort
(but not necessarily accredited for anything)
-
What is a MOOC?
Short (often 4-8 weeks, 3 hrs /week)No formal assessment and feedback
Rely on Social Learning
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xMOOCs –
• Defined based on learning outcomes
• Well defined journey through learning
• Instructor led – “broadcast” mode
• Learning can be assessed and certified
cMOOCs
• Based on educational theories of connectivism – which hold that knowledge resides in the network and that learning is about making connections. See:- http://bit.ly/lyNmGX
Types of MOOCs
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MOOC Timeline
Florida Institute of Technologyhttp://libguides.lib.fit.edu/HistoryofMOOCs
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Udacity the first “democratizing education”but still for profit. Started at Stanford.
Coursera for profitbut business model only just emerging 6,000,000 people have taken a course, from the catalogue of around 700.
EdX not for profitMIT, Harvard, Berkeley
Futurelearn for profitBased in UK at OU - launched Oct 2013aspires to include top 30-40 universitiesDirector is Simon Nelson - responsible previously for BBC digital strategy
MOOC Providers
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Most MOOCs consist of:
• Many short videos• Some talking heads• Some “worked examples”• Some experiments etc.
• On-line papers etc.
• On-line activities
• Links to external resources
• Discussions on platform
• Off platform activity
What are MOOCs made of?
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Assessment (and feedback) will need to be
• Objective (multiple choice etc.)
• Peer review
• Self evaluation
The emphasis must be on the student as a self-motivated learner.
No “Conversational Framework” here!
Assessment and Feedback?
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Critisisms?
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Cultural Imperialism?
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Demographics of Edinburgh’s MOOCs
(MOOCs @ Edinburgh 2013 - Report #1)
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The literature quotes figures of 7 – 13%
(See Katy Jordan’s Blog - http://moocmoocher.wordpress.com/)
An interesting observationis the drop off with time.
Completion Rates
But is completionthe correct measure of
satisfaction or learning?
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Pedagogy
Learning Unit 1 Learning
Unit 2 Learning Unit 3 Learning
Unit 4 Learning Unit 5 Learning
Unit 6 Up to 10
Learning Unit n
Weekly Learning Units: , 2- 6 hours study timeMeaningful title, clear learning goals, end-of-unit assessment
1 2 3 Each with 2 or 3 self-contained Learning Blocks
Learning Block
Video Text Discuss Quiz
Learning BlocksSequence of elements(This is just one example)
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Its not exactly the leading edge
of online pedagogy
There is no real interaction between
educators and learners
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HE Context
“The Avalanche Report”Barber, M. Donnelly, K & Rizvi, S. (March 2013). An Avalanche is Coming; Higher Education and the Revolution Ahead. Institute for Public Policy Research.
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Time
Perf
orm
ance
/In
com
e Traditional Business
NewTechnology
The Napster moment
Disruptive Technologies
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Fees going up faster than value of degree(in most of the developed world if not Norway!)
Increased demand for flexibility of study (particularly CPD)
Challenge from alternative educational providers (particularly for MSc’s/CPD) becoming real
All these things imply a greater engagement with on-line
Changing Business model for higher education
Need for universities to globalize or specialize
MOOCs are the vanguard for on-line programmes
HE Context
End of the campus...?
Clicks not bricks?
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Business Models
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The Fremium Model
You get added value if you pay e.g. • Statements of participation, or
attainment – or actual credits?• Tutoring – the eBay model
Sponsored MOOCs• Someone pays me to make the
MOOC I want (for their marketing purposes)
• Someone pays me to make the MOOC they want – but I can use too.
Access to student data
How do MOOCs make money?
But this is all money for the Platform Provider.Why do Universities
and Academics do this?
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Southampton is runningWeb Science and Oceanography based MOOCs as its first offerings..
Enhancing our Reputation and Brand
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New Markets (1)
Informal Learning
YouTube,iTunesU
Non Formal Learning
MOOCsOERs
Formal Learning
Modules
Formal Learning
WholeProgrammes
Pulling Students through from the Informal to the Formal
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“When employers accept on-line certification then things will really change”
There can be many other options than “boarding school” degrees
New markets (2)
HE for non-traditional students, students from developing countries and CPD
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Provide a public service
http://iberry.com/cms/OER.htm
Democratising Education
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What can we gain from MOOCs?
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MOOCs in campus based learning
External non-paying MOOCers
MOOC
Paying Students
The Embedded MOOC
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Berkley Scratch Course- shows F2F and MOOC version of course
http://inst.eecs.berkeley.edu/~cs10/fa12/
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The flipped MOOC / flipped classroom
End of the lecture?
From http://www.washington.edu/teaching/teaching-resources/flipping-the-classroom/
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MOOCs are the vanguard of online degrees
There is a lot of VC money out there looking for brands willing to go online
The belief is that there are are new markets waiting for online opportunities• Cheaper Course fees• No boarding fees or travel• Any time, and place• Flexible (CPD)• International markets
lacking provision
Online Degrees
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Articulated Degrees
F2F Module
MOOC at
Stanford
OUModule
MOOC at Soton
CapstoneProject
Degree Programme
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Fully accredited programmes offered as MOOCs
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Venture Capitalists
Publishers
Education-business start-ups
Distance Programmes in partnership (for profit)
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Marketing people are happy to get email listsBut much more than that….
The massive cohorts give us new opportunities for experimenting in and understanding learning and assessment
• Adaptive feedback• Adaptive learning paths• Adaptive Content• Gameification• Peer Review• Self Review
Big Data
Mike Wheatley http://siliconangle.com
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Addressing the Critisisms
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Criticisms
Pedagogically Simplistic
No support and feedback
Poor Completion rates
No accreditation
This is going to kill Universities
Observation
Really? Worse than the lecture?-and innovations in social learning
There could be: You’d have to pay
Retention is not the aim – satisfaction is. We are not dealing with paying students.
There could be. You would have to pay for it.
Only those that are not agile and responsive to new business models – but expect some unbundling
Addressing the Criticisms
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Patterns of engagement
Auditing: Just interested. Not looking for credit.
Completing: Looking for credit – either passive or actively engaged with discussions etc.
Sampling: Looking for interesting material
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Concluding
MOOCs = more choice & flexibility
We are developing our capacity to develop high quality on-line
courses
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• Changing Beliefs – online works!
• Curriculum Design
• Working with the right academic staff time. Who pays them?
• Growing teams of Learning Designers and Multimedia Production
• Legal Matters
• Speed and Agility
• Budget
• Marketing
Challenges for Institutional Strategy
End of the campus...?
Clicks AND Bricks
Just as people still throng to music concerts for the
unique experiences they entail, the rich and dense
ecosystems of communities of learning that are
embedded in place-based universities will remain precious, cherished and
revered.
Galager & Garrett, 2013
CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION
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MOOCs are a good marketing device
MOOCs have the potential to democratize education
But they are also useful Providing high quality content for re-use /embedded MOOCsChanging teaching practiceProviding big data about how learners learnBuilding capacity for on-line
MOOCS are the vanguard of the online disruption. Watch this space!
Conclusions
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Thank youAny Questions?
Hugh Davis@HughDavis
http://users.ecs.soton.ac.uk/[email protected]
Tomorrow I will be talking about what’s involved in making a MOOC
and the role of the librarian